[for the online TOC]
Whatever it Takes
Personalization through homeroom relationships, peer mentoring, and academic interventions lead to success at Francis Howell High School.
By Christopher Birch

<BR><BR><BR>

[text for www.principals.org/pl0409birch]
<H1>Whatever it Takes</H1>
<P>By Christopher Birch
<P>Today's educators seem to take on more tasks than ever before to maintain high levels of student performance. Administrators are required to apply best leadership practices, confront issues, and support staff members as best they can. Teachers must take on the challenge of instructing every student regardless of background and academic skills, building on the strengths of those who excel easily while committing themselves to assist those learners who struggle. Rather than buckle under the ongoing pressure, the professionals at Francis Howell High School--a suburban school located in St. Charles, MO--use a pyramid of interventions to reach out to students who struggle both academically and behaviorally to ensure that all students get the opportunities they deserve. The effort centers on three core areas of the school's mission: attachment, awareness, and achievement. These areas focus on the bond between each student and the school, students' awareness of the school's expectations of them and their responsibilities, and students' academic achievement. 
<P><B>Weekly Scheduled Homeroom</B>
<P>Howell Time is a weekly grade-level homeroom class that was established this year. Students meet every Wednesday for 45 minutes with their homeroom teacher. Students who receive special services have their case managers as their Howell Time teachers, and these classes average around 18 students. 
<P>The expectation is that all homeroom instructors take a proactive approach to meeting with their students. Howell staff members have the opportunity to build positive relationships with their homeroom students in a unique way that may not occur in the traditional classroom format. As Vitale (2008) put it, "when teachers are willing to emotionally invest in the success of their students, something special happens to the school environment" (p. 26). 
<P>One way teachers do this is by helping every student in the school establish a quarterly academic goal and tracking their students' progress throughout each grading period. Teachers access their students' grades and discuss the concerns that they may have. Students may also meet with other teachers during this time to get additional support. "It's great that I am able to get help when I need it," responded one student. This type of interaction and engagement with students sends a clear message that we don't want them to fail.
<P><B>An Authentic Mentor Program</B>
<P>Our freshmen are also assigned to Viking Edge mentors who will meet periodically with them to establish a system of trust with someone who has "been there" and understands the situations that incoming ninth graders may face when acclimating themselves to the high school environment. Before the school year begins, all the mentors, incoming freshmen, and transfer students gather for Transition Day, an event that includes reviewing schedules, touring the campus, teambuilding, and raising awareness of the various programs in which students can get involved. During the school year, each mentor has four students to check in with twice a month during Howell Time for Viking Edge Forums. In these informal sessions, mentors cover such topics as respect, study skills, and reviewing for final exams. Freshmen also have to opportunity to ask their peers questions in a more comfortable environment. "The students and teachers are very friendly and have made me feel very welcome," one of the school's new transfer students said.
<P><B>Reinforcing Positive Behavior</B> 
<P>The behavior support team (BST) works with students who have difficulty behaving in the traditional classroom setting. Before the school year begins, the administrative team and  guidance team meet together analyze the discipline data from the previous semester and identify those students who may need intensive assessment and more-effective assistance. Crone, Horner, and Hawken (2004) have identified students with frequent behavior issues, such as classroom disruptions and coming unprepared, as prime candidates for the type of intervention BST targets. 
<P>Each student who is identified has a meeting with his or her counselor and administrator in the first weeks of school to establish both behavior and academic goals. The guidance counselors and administrators also meet with these students consistently throughout the year to encourage them and to provide support in such areas as staying organized and creating alternative strategies for managing their behavior. 
<P>Each student identified is also connected to a "faculty pal," a staff member selected by the student as one with whom they have already established a positive relationship. The faculty pals meet periodically with the students and assist them with their studies or other concerns they may be having. The purpose is to build trust and acknowledge to students that someone is on their side, which Tomlinson (2008) has indicated helps students "build a sturdy platform to support the kind of learning that enriches life" (p. 30). The administrative team also tracks the discipline data and meets with the BST at the end of each grading period to determine the strategies that benefited those students already identified and to consider other students who may profit from more intervention. 
<P><B>Academic Enrichment</B>
<P>Freshmen and sophomore students who have less than a 2.0 grade point average over the previous five semesters in math, science, or communication arts are placed in Success Classes, which were established at Howell two years ago. These students can earn an elective credit while enrolled in Success Biology, Physical Science, Algebra, or English I or II. The Success curriculum and common summative assessment was created by teachers at Howell to support the students in the academic areas where they really need it. Supplemental lessons are given in the content area with more one-to-one and remedial instruction. Material is simplified and reviewed, students have alternative assignments, and teachers help them organize their notebooks and check their planners. After the initial enrichment lesson, students may have time to complete their course work for other classes, and with the average Success Class size at eight, the teacher is more readily available to help them build their skills. 
<P><B>Administrative Walk-Throughs</B>
<P>Informal collaborative visits from the administrative team are another strategy that has helped ensure that students' academic needs are being met. All seven principals and deans visit each teacher at least once during the school year and observe informally, focusing their attention on instructional categories like note taking and other Marzano strategies that can ultimately provide our students with the foundation they need to be successful in our classrooms. We also identify levels of differentiated instruction, the use of technology, and how the lesson is targeting the proper depth of knowledge relative to our state's education standards. Research suggests that these friendly drop-ins can develop a more thorough understanding of high-quality practices (David, 2007/2008).
<P><B>Conclusion</B>
<P>As the staff at Howell continues the commitment to help all students succeed, we are confident that successful results will occur. When students get more academic support during the school day and teachers build positive relationships with all learners, great things happen. In fact, the data reveals a decrease in the number of Ds and Fs as well as a reduction in suspensions. Howell AP enrollment and scores are increasing, as are the results in high-stakes state assessments. More students are involved in activities than ever before, a clear indication that students are finding a meaningful connection to school. The faculty actively identifies students who have the potential to be successful and provides the education they need. Naturally, we want to improve achievement, but we also address the bigger picture of helping our students understand the significance of their education and the value of creating a trusting relationship with the school.
<P><B>References</B>
<P>Crone, D. A., Horner, R. H., & Hawken, L. S.(2004). <I>Responding to problem behavior in schools: The behavior education program.</I> New York: Guilford Press.
<P>David, J. L. (2007/2008). What research says about...classroom walk-throughs. <I>Educational Leadership, 65</I>(4), 81-82.
<P>Tomlinson C. A. (2008). The goals of differentiation. <I>Educational Leadership, 66</I>(3), 26-30. 
<P>Vitale, J. A. (2008). Homeroom: an updated classic. <I>Principal Leadership, 9</I>(3), 24-27.
<BR><BR><BR>
<B>Christopher Birch</B> <I>(<a href="mailto:christopher.birch@fhsdschools.org">christopher.birch@fhsdschools.org</a>) is the dean of students at Francis Howell High School in St. Charles, MO, and an adjunct professor at Lindenwood University. He has been in public education for 12 years as an English teacher and administrator.</I>
